Clark provides the historical context that outlines the development of formalized teacher preparation education in Canada from the early nineteenth century to the present. Clark also describes the implications of the shift from teachers receiving their education and training in normal schools to universities, as well as the changing requirements for elementary and secondary school teachers. Using teacher education program methodology textbooks, Clark traces the approaches used in history and social studies teacher education courses to analyze the progression of pedagogical theory and historical content within the textbooks, which leads into the present-day historical thinking framework that is evident in current provincial curricula and textbooks. Lastly, Clark discusses four approaches for in-service teacher education, or ongoing professional development: institutes and conferences, summer schools, professional journals and teacher supervision.